Review of BASLearning progressionItem designOutcomes/ScoringAssessment qualityOutline

OVERVIEW OF BEAR ASSESSMENT SYSTEM

A comprehensive, integrated system for assessing, interpreting, and monitoring student performance Tools for teachers to do the following:Assess student performance on central concepts and skills in the curriculum

Set standards of student performanceTrack student progress over the year on the central concepts

Provide feedback for themselves, students, administrators, parents, or other audience about student progress and the effectiveness of the instructional materials and classroom instruction

BEAR ASSESSMENT SYSTEM (BAS)

4 BUILDING BLOCKS

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

COMPONENTS OF BAS

Building Block Principle Activity Main ProductLearning Progression

Assessment should be based on a developmental perspective of student learning

Define knowledge development aspects within LP

Map of knowledge development

Item Design A match between what is taught and what is assessed

Link assessment tasks to learning progression; different types for different purposes

Items

Outcomes/Scoring

Teachers must be the managers of the system, with the tools to use it efficiently and effectively

Judge students' work and use results to plan instruction

Scoring guides and exemplars

Assessment Quality

Evidence of quality in terms of reliability and validity studies and evidence of fairness are needed

Create maps of learning and evaluate reliability and validity evidence

Maps and related reports

Provides information about students’ progress “just in time” to reteach or expand when necessary

Allows diagnosis of individual students who are having diffi culty or who are ready for more in-depth material

Provides deeper understanding of where students really are – for example, do they understand conceptually, or have they simply learned a set of steps?

Provides a chance for teachers to think reflectively about what they are doing: what works, what doesn’t, what they might change next time

SPENDING TIME ON ASSESSMENT AIDS IN HIGH-QUALITY TEACHING

REMEMBER THE BAS IS A CYCLE

Learning Progressio

n

Item Design

ScoringAssessment Quality

OFTEN CONTAINS SUB-CYCLES

Learning Progressi

on

ItemDesign

AssessmentQuality

Scoring

Inner Loop

REASONS FOR THE CYCLICAL NATURE

Begins with theory-based ideas for LP levels, item design, order, and so on

Makes extensive use of empirical evidence to improve on theory and relate to actual practice

Draws heavily on ideas of validity evidence and the improvement of validity (i.e. response processes, internal structure, etc.)

WE OFTEN DON’T SEE THIS CYCLE

Before the beginning of the Common Core, most teachers at most times used packaged curricula and assessments

However, all curriculum developers and assessment developers have gone through several cycles of development – but behind the scenes, where teachers mostly don’t see them

LEARNING PROGRESSIONS

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

Focus on the process of learning and on an individual student’s progress through that process

Assessment should be based on a developmental perspective of student learning

Define knowledge development aspects or learning targets within LP: Upper level Lower level Middle levels LP Building blocks

BAS #1: LEARNING PROGRESSION

Example based on measurement of student understanding of density and buoyancy

Accompanied a curriculum called “Why Things Sink and Float”

Science unit designed for middle school classrooms

AN EXAMPLE LEARNING PROGRESSION

CURRICULUM UNITS

THE LEARNING PROGRESSION

THE ITEM DESIGN

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

A match between what is taught and what is assessed

Link assessment tasks to learning progressionDifferent types for different purposesUse Assessment Blueprint and Item-Writing

Template as provided

BAS #2: ITEM DESIGN

A FORCED-CHOICE ITEM

Explain below why things sink and float. Write as much information as you need to explain your answer. Use evidence and examples to support your explanation

AN OPEN-ENDED ITEM

What is the most important reason why things sink and float?

AN ORDERED MULTIPLE CHOICE ITEM

A. Mass or weight – anything will sink if it is heavy enough

M/V

B. Shape – anything will float if it is the right shape

UF

C. The ratio of mass to volume – things float if they are light for their size

D

D. Hollowness – things float only when they have air inside

UF

OUTCOMES/SCORING

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

Teachers must be the managers of the system, with the tools to use it effi ciently and effectively

Judge students' work and use results to plan instruction

Development and use of scoring rubrics Use the item-writing template to design the scoring

rubrics Typical student’s understanding/misunderstanding

reflected in their item responses can delineate the different levels of the scoring criteria

The difference between scoring and grading Normally occurs in closer tandem with item

development (BAS #2)

BAS #3: OUTCOMES/SCORING

Scoring Guide for open ended items

ASSESSMENT QUALITY

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

Provide evidence and analysis of quality of the assessment tasks in terms of reliability, validity and fairness

Cycle back to any preceding stages, if necessary

The work in the outcome space and assessment quality will build upon the work in the learning progression and item design.

BAS #4: ASSESSMENT QUALITY

ASSESSMENT QUALITY

How do you know if your assessment is performing as you intended? Includes reliability and validity evidence (see future chapters)

Includes predictions for which items should be easy and which difficult, matched with actual data

Includes predictions for student performance, matched with actual data

ITERATIVE PROCESS OF BAS

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

American Educational Research Association, American Psychology Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing (3 rd ed.). Washington, DC: Author.

Nitko, A. J., & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River, NJ: Pearson Education, Inc.

McMillan, J. H. (2007). Classroom assessment. Principles and practice for eff ective standard-based instruction (4th ed.). Boston: Pearson - Allyn & Bacon.

Wilson, M. (2005). Constructing measures: An item response modeling approach. New York: Psychology Press, Taylor & Francis Group.

Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp. 181-208.

BIBLIOGRAPHY

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